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- Exam Information
History at Monmouth School is taught in a robust and challenging way by enthusiasts. Academically-rigorous , it is also a very popular subject.
It has long been the most popular GCSE option and one of the most popular A level courses. Students are compelled to think and to argue for themselves. They are taught to problem-solve, to analyse, to write and think logically, as well as to better understand the roots of modern societies and institutions. Studying economic, technological, social, cultural and political change helps to prepare effective and open-minded citizens. Classes are encouraged to take an active interest in the links between history and all other branches of academic study, to delight in all intellectual discovery and to grasp that a historical appreciation of any place or community better equips them to live and work in it.
KS3 History Form I (YEAR 7)
KS3 HISTORY FORM I (YEAR 7)
1. Introduce the study of History and the nature of historical sources/evidence.
2. Teach a basic set of historical skills
3. Begin to introduce some local history to show how the period studied affected local people
4. Introduce the ideas of the State, Government and the key institutions such as Church, Town etc
5. Introduce the idea of social history
Medieval Realms – Britain 1066–1500
Pupils are introduced to the study of History in a brief course on the Roswell incident, focusing on the use and interpretation of a variety of historical sources. The study of Medieval Britain begins with the Norman Conquest and its impact, before the course moves on to consider the medieval castle, the Church, the Crown and Parliament, as well as life in town and country. Pupils also study the Black Death, the Peasants’ Revolt and England’s relations with Wales, Scotland, Ireland and France. A special study is made of the Crusades and their impact on both Christian and Muslim cultures.
1. At the end of the Lent Term, pupils visit local castles and/or monasteries.
2. In Michaelmas Term, the Junior History Society recreates a battle in which many members of Forms I – III participate. In the Lent and Summer terms, the JHS also stages major events.
3. If possible, the forms go to visit the Castle Museum, as well as having a tour of the key areas of interest in the town.
All taught in mixed ability forms.
Use of ICT
Word processing and desktop publishing skills are reinforced by a class newspaper produced by each form on Thomas Beckett, whilst internet research and evidence skills are taught by an investigation comparing the Battle of Stirling as portrayed by the film ‘Braveheart’ with historical accounts which exist. Boys are also encouraged to word process assignments where appropriate. CD-Roms are also used in teaching, as well as videos.
Content of End of Year Examination
Course content is examined through multiple choice questions, source-based questions and structured questions/mini-essays.
Curriculum Overview KS3 - Form II / Year 8
KS3 HISTORY – FORM II (YEAR 8)
1. Develop the use of historical sources/evidence.
2. Teach a wider set of historical skills.
3. Develop the consideration of local history.
4. Consider the changing relationship between Government and People, as well as introducing the impact of the Reformation.
The Making of the United Kingdom 1500 – 1750
The British Empire
Pupils study the development of the Tudor and Stuart states, including the Break with Rome, the Reformation and the Spanish Armada. They then study the relationship between England and Scotland, the Civil War, Cromwell and the Commonwealth, and also the Glorious Revolution. They finish with the topic of the British Empire with an examination of its historical record.
A field trip in the Summer Term focus on the Civil War, visiting Worcester Commandery or Llancaiach Ffawr to experience the reality of life during the English (and Welsh) Civil War. Sixth Formers are involved in helping to recreate personalities from the Civil War in Wales.
All taught in mixed ability forms
Use of ICT
Word processing skills are reinforced by an essay task on the causes of the Civil War.
Graphs and spreadsheets are also incorporated where relevant. Internet research and evidence skills are taught by an exercise on the freed slave, Oloudah Equiano. Boys are also encouraged to word process assignments where appropriate, as well as using powerpoint to prepare class presentations. Active Board software and CD-Roms are also used in teaching, as well as videos.
Content of End of Year Examination
The course content is tested through multiple choice questions, source-based questions and structured questions/mini-essays.
Curriculum Overview KS3 - Form III / Year 9
KS3 HISTORY – FORM III (YEAR 9)
1. Develop the use of historical sources/evidence, particularly of photograph, film and oral history.
2. Teach a greater set of historical skills.
3. Develop the consideration of the impact of world events on local areas.
4. Introduce pupils to European and Workd history.
5. Prepare pupils for the study of the Modern Workd course followed at GCSE.
The First World War 1914 – 1918
The Second World War 1939 – 1945
Pupils study the two World Wars in real depth. They also consider their impact on the world as a whole and on Britain and Europe in particular. The causes and consequences of the wars are studied, as are the various individual fronts on which they were fought. The First World War is studied in the Michaelmas Term, with the Second World War and its era covered in Lent and Summer.
1. In the Michaelmas Term, the pupils visit the National Army and Imperial War Museums in London for in-depth studies of Trench Warfare 1914 – 1918 and the Home Front 1939 – 1945.
2. 25% of the end of year examination is a coursework essay on an aspect of the Second World War chosen by the pupil, written in the Summer Term.
3. 10% of the end of year examination is a source-based study on the reputation of Field-Marshal Haig.
All taught in mixed ability sets.
Use of ICT
Word processing and desktop publishing skills are reinforced by an assignment investigating the Battle of the Somme, which also involves considerable use of the internet and research skills. Boys are also encouraged to word process assignments where appropriate and the end of year coursework essay on the Second World War is produced using word processing and desktop publishing packages. Active Board software is also used in teaching.
Content of End of Year Examination
The course content is examined through source-based questions, short notes and essays.
Board: Cambridge iGCSE
The course is based upon the Modern World 1918–1989. Particular emphasis is given to international relations both before and after World War II. The outline course on International Relations 1919 – 1975 investigates the failure of the Versailles Peace Treaties and the League of Nations, as well as considering the effects of the Russian Revolution, the Wall Street Crash and the Rise of the Dictators. Post-1945 the focus is on the relationship between the USA and the former USSR and the Cold War confrontations in Berlin, Hungary, Cuba and Vietnam. The course also includes detailed studies of the USA 1919 – 1941 contrasting the Jazz Age of the Roaring Twenties with the Great Depression years of the hungry thirties and the economic recovery under FDR’s New Deal. There is a coursework assignment on one aspect of American history. The course offers students the opportunity to discuss and analyse important issues and ideas whose effects are still felt today. The failures of communism and fascism, the triumph of liberal democracies and the birth of a consumer society are the key themes of this fascinating period. The Department also offers a four-day field study visit to the First World War Battlefields.
Candidates sit two papers at the end of the course and there is also a coursework component.
Paper 1 (2 hours)
Two structured questions on the whole period on International Relations and one structured questions on the USA. (40%)
Paper 2 (1 hour 30 mins)
Source paper on one topic from the International Relations course. Seven source questions. (33%)
Candidates must produce one assignment for which preparation has been done in class through the teaching of America 1919-1941 (27%). This work is undertaken in the Summer Term of Form IV (Year 10).
The AS level is made up of two units and the A level is made up of four units. Units 1,2 and 3 are assessed by examination.
v Unit 1: Religious strife and rebellion: Stuart England 1603-42
v Unit 2: Russia in the age of Peter the Great
v Unit 3: The world turned upside down: England 1642-1689: Republican England, Restoration and Revolution
v Unit 4: Individual Assignment (Outline taught course on 200 years of Crusade history)
2) USA Russia, Britain
v Unit 1: Russia 1881-1917 The crisis of the Tsars and revolution
v Unit 2: USA 1754-1783 The American War of Independence
v Unit 3: Britain 1865-1915 Political threats and change
v Unit 4: Individual Assignment (Taught course on 100 years of American history)
3) Britain, Russia, Cold War
v Unit 1: Britain 1906-1951
v Unit 2: 1689-1725 Peter the Great
v Unit 3: The Cold War from 1945
v Unit 4: Individual Assignment (Taught course on 100 years of British history)
Outline of Study Unit 3: British State and People 1865-1915 (HIS3G)
This unit promotes and understanding of change and continuity over 50 years. Through the study of key events in depth, candidates will be able to demonstrate and understanding of the interrelationship of individuals such as Gladstone and Lord Salisbury, ideas such as socialism, nationalism and liberalism and other factors such as the impact of changing patterns of economic growth and their relative importance to the process of change and consolidation in politics and society. Additionally candidates will be able to demonstrate how issues, ideas and other factors (such as British foreign and imperial policy) change during the period.
Unit 3: Aspects of International Relations, 1945–2004 (HIS3N)
This unit promotes an understanding of change and continuity over approximately 60 years. Through the study of key events in depth, such as the introduction of containment as the foundation of US foreign policy after 1947, candidates will be able to demonstrate an understanding of the interrelationship of individuals, ideas and other factors and their relative importance to the processes of change and consolidation. Additionally, as a result of the study of the period as a whole, candidates will be able to demonstrate how issues, ideas and other factors changed during the period. The continuity of the Cold War within a framework of shifting intensity is particularly evident in this period of study. The impact of nuclear technology and economic strength are both primary elements in understanding the nature of international relations in the second half of the twentieth century and into the beginning of the 21st century. This unit enables students to understand the key forces which have driven international relations and will enable them to place future developments in a meaningful context.
Unit 4-Historical Enquiry: 100 years of British History: The Radical Threat 1750-1850
To what extent were short-term economic factors the main reason for the intensification of radical protest in this period?
Introduction: Britain in the first half of the nineteenth century was the scene of unprecedented economic and social change: so much so that when Friedrich Engels came to describe society in the 1840s he could compare what was happening to the French Revolution of 1789. Some historians have seen the period 1760-1860 as one in which revolution was possible in Britain. The food riots of the 1790s, the unrest of the 1810s and the Chartist agitation of the 1830s and 1840s, suggests to some that revolutionary activity, fuelled by radical political theory and given impetus by economic hardship, was capable of threatening the established order.
Unit 4-Historical Enquiry: From Civil War to Civil Rights: A Study of American History from 1850 till 1975 – The Land of the Free?
In the context of the 100 years c.1865-1975, how important was war in the development of Civil Rights in the USA?
The course is a survey of American history from 1860 to the 1980. It examines the major social, political, and economic events that shaped America after the Civil War (Reconstruction, Industrialisation, the New Deal, WWI and II, McCarthyism, Feminism, the Civil Rights Movement, Vietnam, Great Society Liberalism, etc)
Key Themes:- The development of the Civil Rights Movement, Constitutional Development, Capitalism and the State, Foreign Policy.
Unit 4-Historical Enquiry: Dissent and heresy in Medieval and early modern Europe
In the context of the period 1150-1330, was Pope Innocent III’s leadership the key reason for the failure of Catharism in the Languedoc region?
In the context of the period 1189-1314, to what extent was the elimination of heresy the key reason for the suppression of the Templar Order carried out by Philip IV of France?
What factors caused the emergence and spread of heresy and popular anti-clericalism? To what extent was the spread of heresy influenced by economic change including the growth of towns and long-distance trade? Why did political leaders often struggle to suppress heresy and dissent? What was the role and significance of key individuals?
|Unit 1 AS||Written paper testing understanding of change over time.
Two structured questions from a choice of three.
|75 mins||50% (AS) 50% (A)|
|Unit 2 AS||One compulsory source question and one structured two-part question
from a choice of two.
|55 mins||30% (AS) 15% (A|
|Unit 3 A2||Written paper. Two essay questions from a choice of three.||90 mins||30% of total A level|
|Unit 4 A2||Individual Assignment||Lent Term||20% of total A level|